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Course schedules for the initial training programmes of the institute

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6 Hay 19P1

Criminal, EIIGLISR

i:C0L-JOI.".IC CCIi-TCfSIOW FOR ilFMCA

African Institute for Hi rite r technical c; ano Research

Extra-Ordinary meeting of the Coveming Council

iir; AI.-cLa, 15 - 16 June 19^1

CObPSl- fCHEDULi^ TCP y?T lTS OF T"2

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co'ur.gi * .1 - b .& c_

Table and Courses for a Starting Procframne on;.

Practical Workshops in I-ducational and Coirwunicational Technology

A- Rationales Technical Teacher/I'ducator/In'structor training has

for lone been identified as ore of the acutely needed facilities in the region's efforts to natch its ec'ucrtiohal performance with its growing industrialisation needs. It ranks with the agro-industries in the"first-phase priority fields of activity of the. Institute?

however,, its bourgeoning application :nd adaptation of modern corcmunicational and electromechanical techniques sr-s as recent as the acknowledged didactic efficiency of these techniques is world wide. On account of the former, the current generation of teachersf educators and instructors at all levels is not generally well-

acquaintsc with the most effective of these techniques, largely because these last involve technical and theoretical appreciations that are discontinuous with the teachers' backgrounds.

Consequently upgrading or retraining in the application, use and maintenance of educational and reprographic nedie irate-rials and of coiamunicational techniques relevant thereto - all usually referred to as educational technology - is one of the first areas of concern of the Institute. Its choice is favoured by the availability locally of more resources in this than ir. r^ost other disciplines.

Bo Title of Courses % Educational and Gomnunicational Kediz.

Appliances for: (i) Technical teacherst (ii) technics1 Instructors.

C= draining Fields catered fors fchools Broadcastingg Flass

Education, Distance Teaching by PacUo:an' Television, Open Universities

Technical Reaching/Education am? fcience Teaching in Colleges,

Polytechnics and Universitieso

Dd Durations About 3 month .cycles starting in July, 10P1.

E. Target Groups: The Course should be adapted to several hoxno- geneous groups of teachers ir. the follov/ing categories?

(a) Experienced graduate teachers of technicalf science and agricultural courses in polytechnics and universities, who are of entirely technical backgrounds and have not had much

acquaintance with modern educational technology, materials

theoryo

(b) Graduate technical teachers, young to exnoriencer', who are furnished with modern educational theories but have little

practical acquaintance with the technical processing of

information and educational media materials.

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PAiHryAIKTTF/GC/III-S/2/ri

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(c) Technicians, non-graduate school teachers and technical Instructors in-such professions as radio and television ._ , . , production : (including schools broadcasting),, agricultural

extension work, and telecommunications and factory pro ductions schools, vhose performance would be considerably improved by the appropriate use of educational technology materials.- The nrecise duration for the. irdivid.ua 1 groups

(a) , (b) and (c) will I:c determined by the resource personnel

but should not be less than 3 months.

Time-I'able and Courses for Initial Programmes on?

(i) Instrumentation and Petrologyo (ii) Special Foundry Processes.

A. Rationale

The S-reries (or Cpccial-Diploma, F. Dip.) Programmes; are aimed

to impact on a variable snectruir. of sub-professional, highly needed

skills in fields of either such rrodern development or such restricted but critical manpower neods that they are usually by-passed as^

unviable or unfeasible by national training programmes. Technicians in electromechanical engineering for instance as clistrinct from

electrical or niechanical engineering, specialised computer technicians,- aircraft maintenance crews, space communications, nuclear reactor and explosives-handling technicians, etc. Their particular reed stems from the fact that owing to their conditions of: development, the most effective technicians are also the rost specialised in a particular skill. The Fpecial Diplor.a technologist should be as proficient^in

the materials', machining arc iranufacture of all or parts of particular

equipment and subsystems as in their assembly and operation, their maintenance and normal and emergency repairs. He differs from other

technologists in developing a vertically integrated proficiency throughout tho life history, fro?-., parts manufacture to the system maintenance, of the equipment anc' instruments in his special field.

In the Institute such would, be fields in.which it is irnnossible because of manpower shortages, or uneconomicalP for a national institution to arrange for training, entrance into the course v?ill be restricted to senior technicians with or without a full secondary educational back

ground but who.are clearly identifiable with at least one major skill

operates for at least s-even years e.g. foundry technology, power

station maintenance, tools and components rachining, electronic instrunentation, possible to schedule the programme for ?. to 3 senesters only.

rpecialist Diploma. (P.Dip..) in the field of?

(i) Instrunentation anc I^etrolocy, or

(ii) Special Foundry anc: Metallurgical Processes.

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Paae 3

The nrocranires, Instrumentation (and retrology) or Foundry (anc". ' etaliurgical) Precedes, according to the choker degrees of comprehensiveness can be offered at tv;o levels.* L-ut it is vjrepose*"*

to start with a Specialist Dinlor.a ^rocxrrre. vhic'-'.is adjv'gec; to be the one of greater neeC £-,t the r'orent and in th.3 irjv^c.ia-te future for inportr- negotiations ar.O substitutions,, refineries and the

nuiiiufacturinc anc? process industries, stanclarus bodies, cnc' rroc-uctc quality snc3 reliability assossement ir the one c?3e or fcr the

metals. uic.chines ar\£ toolinc- industries in which ni^ite a few nerrber svates should be engaged *7ithin five years, in tlu- ot'.cr. TMco as a course, it should, need p rrinii u:- of ar'c-itions to instruremts

existing in tl-a Institute's host institutiors. It. shovlt'' \-e offeree!

therefore as a 3-sepicstcr (Kar.irur) ^rograrrr.c vith scn;o floxibiliiy to allow :ror an envisages vri^'e variation in entrants' bee'-grounds.

Course Outlines

1. f'"2 f"erics (3-Sonter.terG) InRtru^entation (anc I otrolocy) f rprcial ^our^ry (ar/*' ? etallurgicrl) Processes

Contact T:ours

^0" Project

50 rolir? Mechanics/I "etalp 'j e 50 Properties of Fluids/f

1"^ Technical f"aths/tusiness J-'aths

100 .'echar.ical anc* I'le^trical Materials Trcx crties,. ?nr Tests 1°C .'^chanical ar'~ T lectrical ^raftira

17r- i lectroroechanicrl Vihrr.tiors/Keat TrcPtroiit Processes arc J'etal Toming;

1CC ' etrology arr" ..ool" ^ecI:nolo,y/Furnace 7>esirr.

3C0 ' Irctromechanical lustrurT.rtation/Founc'ry 1-ochnology e»nd I-etallurgy

lrr Industrial :..lcotronics/Irf-"'ustrial I 75 Electrical 'lechrology

1"? Production ricchi".ol.ogy enci furlity Control

I r>jor Projects

rreject Frilosophy ar.J. !j ypr - Tcr r lar^c pert of thr: early period leafing up to the ac^uisitior- of r.anufacturin'" cr^arility

tlist *<»ill hopefully be realic^c1 tl-.rouch the project strategy anong others, tliz- project type ' hat tl'ie Ir^.titute's forr;al curricula neec to su^'port arc the technclogy-a-a^tation anc". replication variety.

These induce; the unpackciring ?r/ testing, c]isassei:h3.y stuc'y anc analysis (structurally anc furctionally) , reassert ly ar--; roteating, lea. "i:ic" in tiv.e to the rr=:?air.. atlrtpta^ion anc1. replication capabiliti<?«

on ol«. e'mipnent ^reviousl*^ ir: gercral use or on eguiprent involvii-' special nevr technique«

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PA^iK/AIIITTR/GC/II I-<r/V r

Pacre 4 .

The projects concentration on real-life equipment an6 techniques unhesitar*t familiarity with all aspects of which is

the crucial -skill' demanded, by the world of work, enhances the ' problems-solving orientation of the entire thrust of the Institute's programme ar-d leads most O.irebtly, practically and cost-effectively to new skills and technology developrent, without due losses through equipnent damage. The learning of the principles and practice of original design proceeds hand in-hanf v?ith 'doing; real-life

maintenance routines, ar/. this combination is the best expression df.engi neeri^g training.

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Course Numberand Duration Wl-c (3months) Wl-E (3months) S~3/F (1Cmonths)

£ » 3/H '

(18months)

(a)CourseTitle (b)TraineeGroup (a)UseofTechnical Appliancesin Educational Technology (b)TechnicalEdu cationand ScienceEduca tionteachers& Instructors(non- graduates)of1-2 yearspractice (a)Ditto (b)Dittobut graduate teachers (a)Instrumentation Specialisation (b)Medium-leveland SeniorElectrical (a)FoundryProcess Specialisation (b)Medium-leveland Seniormechanical engineering technicians

Dates (a)~Planned -Call (b)-Application (lastdate) (a)May,1981 (b)_June1, 1981 (a)_May1981 (b)Junelr. 1981

PAMM/AIHTTR/GC/III-S/2/81

Page5 (a)_July1, ,.1981 (b)August 15,1981 (a)-July1, -1981 (b)August15, 1981

Trainees,perCountry Maximum.Average Propo-Accept- salsance

Class Size 25 25 15 15

Course Commenc ement

Total Estim ated Fellow ships CycleI July1, 1981 CycleII Oct.12, 1981 Ditto September 28,1981 Ditto

30 20 10 10

Award Work shop Certi ficate Ditto S.Dip Specia list Diploma Ditto

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Page 6

Time-Table March 1981

Announce initial Courses

For Technical Teacerss Course Wl - C ) Modern Teaching Aids in For Instructorss Course Wl - C ) Educational Technology For Technicianss Course S3 - Ef Instrumentation and Metrology

Course S3 - M, Special Foundry Processes April 1981

Correspondence with potential donor governments and institutions on the recruitment of identified resource personnel.

Host Government seconds identified senior administrative and supporting staff to Institute. These follow up with all donor governments on remaining staff secondements.

Advertise to hember Governments the initial training courses, trainees' qualifications, quotas and fees? and publish the dates for

applications and admissions.

April 20, 1981

Administrative arrangements at Headquarters for receiving all seconded staff from Member States; and communications with such staff on

teaching programmes„

Arrange for all identified local teaching staff participation in course starting in July,

May 1981

Seconded staff arrivals start.

Schedule all teaching and training facilities.

Procure urgent, unavoidable complements of initial teaching equipment and materials.

June 1 - 10, 1981

All Seconded staff arrive to prepare training programmes and projects.

June 10-30, 1981

Complete preparations for first Course Cycle, including arrangements for admitting and housing trainees.

July 1, 1981

First Cycle starts for two classes of about 25 trainees each.

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September lt, 1981

Second Cycle startss two new classes overlapping last month of First Cycle.

November 1, 19SI Third Cycle startso

Trainee Population Target

150 (or 450 man-months) in the first half-year.

MBs The time schedule for the various courses will be adjusted to later dates when funding is assured.

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